Title
The Effects of an Interactive Software Agent on Student Affective Dynamics while Using ;an Intelligent Tutoring System
Abstract
We study the affective states exhibited by students using an intelligent tutoring system for Scatterplots with and without an interactive software agent, Scooter the Tutor. Scooter the Tutor had been previously shown to lead to improved learning outcomes as compared to the same tutoring system without Scooter. We found that affective states and transitions between affective states were very similar among students in both conditions. With the exception of the "neutral state,” no affective state occurred significantly more in one condition over the other. Boredom, confusion, and engaged concentration persisted in both conditions, representing both "virtuous cycles” and "vicious cycles” that did not appear to differ by condition. These findings imply that - although Scooter is well liked by students and improves student learning outcomes relative to the original tutor - Scooter does not have a large effect on students' affective states or their dynamics.
Year
DOI
Venue
2012
10.1109/T-AFFC.2011.41
T. Affective Computing
Keywords
Field
DocType
neutral state,intelligent tutoring system,virtuous cycle,student affective dynamics,vicious cycle,tutoring system,large effect,interactive software agent,improved learning outcome,affective state,original tutor,human computer interaction,artificial intelligence,software agents,materials,artificial intelligent,dynamic game,software agent
Social psychology,TUTOR,Virtuous circle and vicious circle,Confusion,Intelligent tutoring system,Software agent,Cognitive psychology,Psychology,Boredom,Affect (psychology),Interactive software,Multimedia
Journal
Volume
Issue
ISSN
3
2
1949-3045
Citations 
PageRank 
References 
15
0.74
30
Authors
7